Genres in Classroom Junto

7/30/2019 Genres in Classroom Junto

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Genres in

Classroom

By Cndido Samuel

and Vanessa Wright


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g

Topics

Types of Motivation

Genres in Classroom

Practical Example:

Comics and Game Rules Activity


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Types of Motivation

Intrinsic Motivation

Affect

Achievement

Attitude

ActivityAgency

Extrinsic Motivation

Society

People

Goals

Curiosity


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Affect

Students love to talk about boyfriends , girlfriends,

fashion, and movies. They also enjoy when the

teacher talks about their personal life, childhood, and

embarrassing experiences.

Attitude

Teacher attitude is fundamental to capture attentionand to motivate. For example, by preparing the class

in advance and having good humor


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Activity

Reading about and then explaining how to perform a

magic trick is a lot of fun and motivating.

Agency

Usually students learn faster when given an example

and also less time is wasted by telling them they arentdoing things the way they should (this sometimes

lowers their confidence).


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People

A prime example is 'boy meets girl'. An interesting

female/male student usually keeps the other studentalert and attentive. This situation boosts their efforts to

show off, however, the opposite

effect occurs. The student can sometimes be afraid to

make a mistake and he/she might participate less.


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Goals

Plans to travel abroad, preparation for CAE, FCE, etc.,are natural motivators. Students without clear goals

can be motivated by the class atmosphere.



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you think teachers have more

influence?Intrinsic MotivationAffect

Achievement

Attitude

Activity

Agency


Society

People

Goals

Curiosity


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Genres in Classroom

Journal Entries

Personal Letters

Greeting Cards

Personal Essays or

PhilosophicalQuestions

Comic Strips

Short Stories

Talk Show Interviews Restaurant

Descriptions andMenus

Websites

Schedules/Things to DoLists

Classified or PersonalAds

Inner MonologuesRepresenting InternalConflicts

AutobiographicalEssays

Speechs or Debates

Encyclopedia Articles

Game Rules

Recipes


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Genres in Classroom

What are some benefits of providingstudents with a diversity of genres?

Range of vocabulary Range of language structures

Range of registers

Range of information


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Genres in Classroom

The class that will be presented wasdesigned for a specific group:

With 8 students, who were 9/10 years old With a pre-intermediate level of English

Which had two hours of English Class per

week

Which I had been teaching for a year and a

half.


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Genres in Classroom

Game Rules

Comic Strips


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Game Rules

Why Game Rules?

Its ludic aspects boost students interest

Students are likely to be familiar with it Students can utilize the language learned

Certain grammar topics and vocabulary

may be apprehended more easily


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Comic Strips

Why Comic Strips?

Its ludic aspects boost students interest

Students are likely to be familiar with it Students will improve their ability to

associate different languages (written,

visual, symbolic) to interpret the text


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Game Rules

SIMON SAYS

Simon says is a game for three or more players.

One of the players is Simon.

The others must do what Simon tells them to do whenasked with a phrase beginning with "Simon says."

If Simon says "Simon says jump", the players must jump(players that do not jump are out).

However, if Simon says simply "jump", without firstsaying "Simon says", players do not jump; those that dojump are out.


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Game Rules

Why Simon says?

It is a popular game all over the world

It is a very flexible game

It can be utilized as a class managementtool


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Game Rules

Introduction

Introduce vocabulary, but how?

Why not talk to students about something

they are familiar with that requires a similar

vocabulary?


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Game Rules

If you are a teacher in Brazil, it may be agood idea to talk about soccer.

Ask students what soccer rules they knowand include some key question such as:How many players are there in eachteam? What must a player do if he gets ared card?

In doing so, students will probably beintroduced to the following words: player,must, if and out.


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Game Rules

EXERCISE 1

Whats the text about?

1.Rules to play soccer

2.Rules to play Simon Says

3.Rules to play Opposite Game4.Rules to play baseball


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Game Rules

EXERCISE 2

a) Can two players playSimon Says?

b) Can 100 players playSimon Says?

c) What is the ideal numberof players in youropinion? Why?

d) How many Simons arethere?e) What must the players

do if Simon Says Touchyour nose? Why?

f) What must the playersdo if Simon says Simonsays touch your head?Why?

g) What must the playersdo if Simon says Do notmove! Why?

h) What must the playersdo if Simon says Simon

says move!? Why?i) Who gets out of thegame?

j) Does Simon get out ofthe game?

k) When is the game over?


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Game Rules

In activity two, students will answer a lot ofquestion that will guide their

understanding of the whole text. By

guiding the students through the questions,

the teacher will be able to help them

understanding the text indirectly. At the end,

students will be likely to have the feeling

that they understood the text even thoughthe text was not translated or thoroughly

explained.


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Game Rules

EXERCISE 3 - READ THE FOLLOWING COMICS

a) Do you think they are playing the game Simon

Says in the right way? Why or Why not?

b) What must they do to play the game correctly? And

what mustnt they do? Explain to the two boys how

Simon says should be played.


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Game Rules

Activity three aims at evaluating studentscomprehension of the text and ability to

apply the vocabulary and grammar

learned; discussing with them certain social

behaviors; and introducing them to a new

genre.


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Game Rules

EXERCISE 4 Game time! Did youunderstand the game Simon Says?

the teacher will be the first Simon and

the winner will be the next one.


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Game Rules

In exercise 4, students will play the game SimonSays. The successfulness of a class with games is

related to the balance of ludic and educational

aspects presented in the class. Teachers should

not only give students time to play and only watchit. English can still be practiced and learned during

the time the game is being played. For instance,

students could review the rules of the game when

someone gets out of it or they could practice

different vocabulary in the commands (touch yourNOSE, touch your RIGHT FOOT, touch your HAIR; put the

book IN the box, put the book ON the box, put the book

BETWEEN me and the box; imitate a LION, imitate a

ROOSTER); touch something BLUE, touch something RED,

touch something YELLOW;touch the TABLE, touch the


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Game Rules

EXERCISE 4 - Now you are going to playthe game in groups

The teacher will be Simon again. Now hesgoing to give you the commands for your

group to draw a picture. (ex. Simon says

draw a sun). What must you do if he

doesnt say Simon says before thecommand? The group must draw only on

one paper.


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Game Rules

HOMEWORK

Do you want to play more games? Give the

class a suggestion! Write a text explainingthe rules of an interesting game you want to

play in the class and also draw some comic

strips showing how the game is played


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Game Rules

Simon Says can also be utilized as aclassroom management tool. There are

some games that are utilized to give

commands to students, such as:

Opposite game. With Simon Says studentswould have to obey the teachers

commands only when they start with

Simon says Simon says be quiet. Of

course the successfulness of suchtechnique will depend on the group of

students the teacher is dealing with.

Therefore, teachers should be sensitive to

reco nize the a licabilit of this techni ue


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Comic Strips


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Comic Strips

In order to help students grasp thismeaning in this kind of text, teachers should

help students find all sources of meaning

present in the text. In comic strips both

verbal and visual language are important

for a good comprehension of the context.

Students should be encouraged to explore

the speech balloons, boxes, panelslayouts, gutters, sound effects, symbols and

motion lines. Students will be better readers

of comic strips when they are able to

interpret all these features present in this


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Comic Strips

a) What are these kids doing? Why?

b) Do you help your parents at home? How?

c) What dont you do? Why not?

1 ANSWER THE

QUESTIONS


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Comic Strips

Exercise 1 will introduce the students to thetopic of the class and raise in them the

curiosity about the vocabulary related to

chores, which is the language focus of this

class. There will probably be a plenty of

parents thanking you for having

discussion about topics like that in class.


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Comic Strips


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Comic Strips

Students are not supposed to know all thewords in the crossword extracted from

eslgalaxy.com, but instead of telling the

students what the right answer is, the

teacher can help them achieving the rightword.

Once the crossword is filled in, students willbe able to answer question (b) and (c) from

Exercise 1 more acurately.


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Comic Strips

a) How often doyou organizeyour closet?

A)AlwaysB) SometimesC)Never

How often youtake out thegarbage?

A)AlwaysB)SometimesC)Never

How often doyou make yourbed?

A)AlwaysB)SometimesC)Never

b) How often do your classmates do thechores listed on the crossword?

EXERCISE 2


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Comic Strips

In Exercise (2A) students will beintroducedto the adverbs. Since only the

introduction of the vocabulary is not enough

to make students utilize these adverbs

correctly, the teacher should explicit on the

board how the adverbs are used by writing

down examples such as I always organize

my closet; I sometimes take the garbageout; and I never make my bed. The

teacher should make sure that students

understand the adverbs of frequency during

exercise (2A), so that they can practice it


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Comic Strips

3) WHAT DO YOU HAVE TO DO IF YOUHAVE A DOG?

a)Do you have to walk your dog?b)Do you have to feed your dog?

c)Do you have to sleep with your dog?

d)Do you have to study with your dog?

e)Do you have to play with your dog?


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Comic Strips

Exercise (2) introduce students to thetopic of the comic strips. In doing so,

students will be more interested in the topic

when reading the comic strip and they will

be more likely to understand the meaning

being conveyed.

The similarities between must and havetowill allow students to recapitulate part

of what was learned in the previous section

and understand more easily the grammar

topic being presented here.


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Comic Strips

Exercise 4 Simon Says Time

Gimme your paw

Bark

Roll over

Play dead

Sit


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Comic Strips

In order to cover the part of the comics thathasnt been introduced to students yet,

students will play Simon Says. In turn, they

will recapitulate what was the main topic of

the previous section and will also have fun.

By playing the game students will be,

naturally, practicing some of the

vocabulary present in the comic strip. Afterthis exercise, students are likely to have a

good understanding of the verbal part of the

comic strips, which is also supported by the

visual aspects.


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Comic Strips

Only now students will be handed thecomic strip


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Comic Strips

The comic strip is short but the languageused is not as easy as one might think. If

part of the vocabulary is not introduced

beforehand, chances are that students will

not be able to understand the content of theverbal part and will have to stick to the

visual aspects of the comic strips.

Understanding only the visual aspects may

be enough to have an idea of what the

comic strip is about, but students have to

understand both visual and verbal aspects

to have a rich comprehension of what is


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Comic Strips

a) Who is the boy playingwith?

b) What are they playing?c) Is Lindonjohonson a

boy?d) Who is Lindonjhonson?e) What is WOOF,

WOOF!?f) Why is the WOOF,

WOOF! balloondifferent?

g) Who produces theSNIF! SNIF! sound?

Why?

h. Is the smell good orbad? How do youknow?

i. Why is the last part of

the story bigger than theothers?

j. What do you think is thebest title for the story?

k. Is it a funny story?l. Did you like the story?

Why or why not?


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Comic Strips

These questions will lead students tothe visual and verbal details of the

comic strip. In turn, students will have

a better idea of how they can getmeaning out of a comic strip.


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Comic Strips What called my attention in this comic strip

was the topic and its design. I realized I

would be able to work with a lot of language

aspects, mostly connected to simple

present, that were related to the topic.Besides, the topic helps to keep the

education environment of an English

class, by discussing subjects such as the

importance of doing house chores andtaking care of pets. In spite of the fact that it

is small, this comic strips present a rich

visual language which can enable students

to understand how meaning can be


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Thank you very much!

Candido Oliveira:

[email protected]

Vanessa Wright:

[email protected]

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Genres in Classroom Junto